content writer special education

The Definitive Guide on How to Hire an Educational Content Writer

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The incredible rise of the edtech industry , aided in part by lockdowns encouraging online learning, has led to an increase in the demand for educational content writers . This includes edtech companies hiring writers to pen educational material that helps their learners to upskill, or scientific research and education journals hiring life science experts to create top-notch scientific content, and a wide variety of other e-learning companies hiring subject matter experts across subjects like science, maths and design. Some of the world’s top education companies include test preparation companies like Peterson’s , publishers like Pearson, and e-learning platforms like Coursera. 

What do educational content writers do?

An educational content writer combines a vast knowledge of educational topics with a flair for writing, creating educational articles, journal guides, curriculum textbooks amongst other learning material. 

Educational content writers change their tone and narrative based on the audience they are writing for. An article for a science journal, for instance, has to be well-researched and contain updated information and numbers. However, whilst presenting the same topic in a school curriculum , the information has to be broken down into simple titbits suitable for students. 

A good educational content writer understands these nuances, and knows when and how to tailor the content accordingly.

Why do you need a freelance educational content writer?

Most education content writers work in-house for big e-learning companies, or reputed science magazines and journals. However, smaller ed-tech, life science and medical companies might also need their services for.

• Creating blogs and articles to educate their audience on various topics across life science and med-tech.
• Writing educational curriculum , journal guides and research material for students across various ages, right from middle school to college
• Creating study guides and reference material for teachers, academics and researchers to use as a frame of reference in their teaching and research careers.
• Work with schools and educational boards to create system-wide academic content and syllabi

Here’s where freelance educational content writers come in handy. With most freelance educational content writers charging between $50 to $80 per hour, this represents a tremendous cost-effective option for companies looking for such expertise. This can also prove to be great value for money for companies looking for frequent collaborations to craft educational material, or companies looking to experiment with content until they find out what resonates with their audience.

Here are some examples of freelance educational content writers and the projects they typically take up,

• CME writers who create content for continuous medical education programs, including frequent repeat collaborations.
•  Subject matter experts who develop content for educational learning material for higher academics courses. On Kolabtree , companies frequently hire mathematicians, biologists, physicists, and more
• Experts who can help with creating tests and scoring methodologies for exams such as SAT, GRE and GMAT

How much does it cost to hire an educational content writer?

According to the BLS , the demand for educational content writers is expected to grow by roughly 105 over the next decade or so. The median pay rates are typically somewhere around $70k per year, with education and experience likely to increase these rates even higher. 

Freelance writers , on the other hand, present a more feasible option in terms of spending. With most freelance educational content writers charging around $50/hour to consult on projects or draft compelling new material, this offers hiring companies a chance to look at these experts for a wide range of on-demand services such as writing blogs, creating guidebooks and churning out consistent e-learning content.

Writing a job post for a freelance education content writer

Writing the perfect project description is crucial to optimizing your search for the right freelance educational content writer. The right description will make sure you get proposals from experts matching your niche requirements, whilst incomplete descriptions might result in receiving lots of irrelevant proposals from experts who might not necessarily be the right fit for you. Here are some things you can focus on in order to optimize this process,

Requirements – Elaborate on your requirements in the project description. This includes the project scope, educational requirements you feel the experts need in order to take the project up, as well as previous work history that might make them the right fit for your project. You can also list the type of demographics, audiences and content type you want the experts to be well versed in before sending their proposals across.

Budgets and Deadlines – The next step is deciding on an ideal budget for the project. You can evaluate this using a variety of criteria, such as whether you want to pay hourly or per milestone, what the project output will be used for, and the level of expertise you require. 

Similarly, specifying your deadline and how soon you need to hire will help you attract bids from experts whose schedules match this timeframe, making sure project  coordination will not be a problem.

This is what your project description might look like,

Looking for a freelance educational content writer to write a guidebook on secondary school maths, including variations and graphic linear equations. The ideal applicant has previous experience penning material of a similar nature, or teaching experience on these subjects.. The article will be used as informational and educational content on our e-learning website.

Proposed Fee – $75/hour

Hiring Timeline :- Within a month – It will take time to decide on whom to hire or get the work started.

Ready to post a project ? If not, you can browse through our freelance educational content writers and contact them directly.

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How ELA and Special Ed Collaboration Can Produce Great Student Writing

July 25, 2021

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Listen to the interview with Sarah Riggs Johnson:

Sponsored by Listenwise and Scholastic Scope

One September morning in a writing workshop class, Jack, a 5th grader, was telling me about a funny “small moment” he witnessed on an airplane. Apparently, two young 20-somethings sitting in front of him had started up an initial conversation and by the end of the flight, they were kissing. 

“And I mean—a lot of kissing! It was sooo awkward!” he squealed. 

Where most 5th graders were planning their narrative writing about the time they broke their arm/wrist/ankle or their game-winning shot/hit/goal, I thought Jack’s idea was so refreshing. After his detailed description of eavesdropping, I felt certain his piece would be funny and weird-in-a-good-way—a joy to read. I left him to write and went to help other students. When I returned, Jack’s writing teacher (my friend and colleague) stood beside his desk with a hand on her chin, looking perplexed. Jack had sat for 45 minutes with only this written on his page:

On tim on a plaen…

Jack’s accommodation plan said he had dyslexia and graphomotor difficulties, which was one reason I was in his writing workshop that morning: He was one of many students I had the privilege of working with as a learning specialist. Sometimes we would meet in a small group outside of class, and other times I would work with him in his regular 5th grade class. As a learning specialist, my role was to help Jack’s English/Language Arts (ELA) teacher figure out how to help him write. Her role was to help me figure out what skills to focus on with Jack during my intervention time with him. Over years of doing this work, I discovered some essential elements to improving students’ writing through this kind of collaborative practice between regular classroom writing teachers and learning specialists. 

If you’re part of a similar partnership, you may find some of these helpful in your work as well.

Why Writing is Especially Challenging for Students with Learning Differences

Writing is an incredibly complex task. It involves the instant integration of several components—handwriting and letter formation (and later typing), spacing and formatting on the page, spelling, grammar, sentence formation, adding punctuation—all while holding your ideas, and some sort of organizational scheme for those ideas, in your memory. It’s a difficult enough task for most students, who aren’t reading as much as they once did due to our instant access to visual media. But it’s particularly challenging for people with language-based learning disabilities, who often continue to struggle with writing even in adulthood. 

Students with learning differences often experience a more severe “cognitive bottleneck” first described by theorists who studied attention in the ‘50s and ‘60s . Some conventions of written language make it to the page while others…don’t quite make it. Did Jack know how to spell “one,” “time,” and “plane” in 5th grade? Yes, he did. He had years of multi-sensory phonics and reading intervention behind him. However, the other cognitive demands of the writing process caused his spelling to get caught in the bottleneck. 

Other students with learning differences also struggle with writing. Students with ADHD sometimes struggle to organize language, keep track of their ideas, or explain with enough detail. Students with Autistic Spectrum Disorders often struggle to understand writing from the point of view of their readers. 

Helping these students become proficient writers takes the synergy of a skilled language arts teacher and a skilled learning specialist. And that synergy can be enhanced if certain elements are in place.

Essential Elements of Effective ELA-Specialist Collaboration

1. a common planning time .

The biggest impact a school leader can make in the quality of instruction for ALL learners is to give co-teachers common planning time. I was lucky to start my career as a special educator in a school where my division head handed me a blank schedule with two periods already filled in. It said, “Common planning time with the 5th and 6th-grade Humanities teams.” For 55 minutes once a week, three humanities teachers and myself gathered around the student work table in my office with coffee (lots of coffee), books, laptops, and a last-minute Post-It note agenda.

As a result of these meetings, reading and writing workshops were problem-solved, social studies lessons were well designed, student work was analyzed, student needs were met, and friendships and co-teaching relationships I will cherish forever were formed. The cast of characters changed over the years as teachers left and were hired, including myself, but the value stayed the same. More recently we’ve had to have these meetings as floating heads on a screen, but the value in sitting down together to talk about how we would teach has never wavered for me. 

2. An Equal Partnership 

Collaboration works best when the ELA teacher and the specialist work on equal playing fields. I like to think of it as a psychologist and a sociologist working together: One is focused more on how an individual is functioning; the other needs to be focused on the good of the group. Nobody is right and nobody is wrong. Sometimes our ideas will seem out of touch with each other’s roles, and that’s okay as long as we honor the value in each other. As a learning specialist, I am not an island in knowing what’s best for students, even students with learning differences. It works best when there is shared ownership; when we can see their growth as “our” shared goal! 

One practical way to accomplish this goal is to rotate groups. There were times when I would work with the most talented writers in the class, giving the ELA teacher more time with our struggling writers. My colleague and I would always have lots to talk about afterwards, and the kids did not feel the stigma of being the only ones asked to work with the specialist. 

Another way the specialist can reduce stigma is by taking part in some of the fun that happens with the class—help judge a competition, give feedback on a project, participate in a class celebration and connect with students other than the ones you are there to serve. Students will come to see you as just another one of their teachers, and as a resource for all. 

3. Reading Student Work Together 

Whenever possible, both teachers should analyze student drafts together to discuss the good, the bad, and the ugly of students’ writing. Doing this together will help you see different strengths and weaknesses in a piece, and the student will then learn to see these as well.

Sharing the writing load also means you can divide up written feedback on student drafts. By rotating which teacher gives feedback to which students, you give students the benefit of both sets of eyes and continue to establish an equal partnership with all students. 

4. Practicing ‘Less is More’

With a task as complex as writing, all students—but especially those with learning differences—can experience cognitive overload. So it works best to tackle one chunk, one scene, one paragraph at a time. 

When it comes to feedback, many students are overwhelmed by too many comments just as they used to be with too much red ink. I rely heavily on giving students genuine praise—for a descriptive adjective, a well-crafted phrase, an attempt to apply the lesson to their writing—and then I follow it up with one or two suggestions for revision. Psychologically, all students have to feel they have something to say; they have to feel positive about the effort they’re making, so very specific, authentic praise will earn you a lot of effort in return.

Another way to reduce the quantity of written feedback is to give some of it verbally, which allows for the levity and nuance that “Insert Comment” can’t achieve. In-person conferencing is ideal, but in the last 6 months, I’ve learned to record quick screencast videos explaining my feedback, highlighting sentences, and typing comments to illustrate different areas for improvement. 

5. Use of Models

ELA teachers tend to read widely! One of the most effective things we can do together is figure out some interesting examples to use with our students who are struggling—the perfect opening paragraph, the perfect fight scene, an example of suspense building, describing the setting, the expert’s quotation being explained. If we have these at the ready, we can pull them to discuss and analyze with students. I also always recommend saving exceptional work (de-identified, of course) to use as models for the next year. For remote learning, I always have models or visuals pulled up as separate tabs and ready to be screenshared as needed. 

6. Use of Word Lists 

I have an entire library of word lists where students can look for the perfect word or phrase. I always end up lending these to the writing classroom. A more specific word for walked , blue , big , or sad can make an emerging writer feel like a poet. This is especially effective when working on writing poetry and descriptive writing, but it can also be used for older students writing analytical pieces as they struggle with transitional language and tying their points together. Why not have a list of templates at their disposal, i.e., “According to…”, “This demonstrates why…” etc.)? 

The act of scanning the lists for just the right word or phrase improves the student’s ability to clarify meaning and see possibilities. The student with a learning difference is also sometimes not well-read and needs exposure to two things: (1) new ways to say things and (2) the nuanced difference in the meaning of certain words or expressions. I will often practice this act of list scanning with students… “Hmm, let’s try out some different words here and see if you can find one that makes you feel something… or seems like the perfect fit!”

7. Staying Together

Try not to remove a kid who struggles with writing from writing instruction. Students who struggle learn more than you think from their peers, even if their writing skill is not comparable. Instead of pulling students who struggle from the classroom during writing, work with the specialist to make the instruction more accessible and more enjoyable. Sometimes the specialist can arrange to physically or virtually be in the classroom working with students, and at other times he or she might “asynchronously” design a graphic organizer, outline, or checklist, or make a plan for integrating assistive technology like speech-to-text accessibility features or dictation apps for certain students. 

8. Letting ELA Work Guide Intervention

Specialists can reinforce mini-lessons, genres, and concepts taught by the ELA teacher in the writing lesson—and add a touch of language remediation. If my students are working on persuasive essays in writing class, every sentence I have them analyze for word study or work on reading fluency will be from a persuasive writing sample and as closely aligned with their personal interests as I can plan for that week. This builds confidence and familiarity with the writing genre in addition to the skills I am targeting. 

There is magic in teachers working together to reinforce the same knowledge and skills. I love it when a student I’m working with exclaims, “Wait a minute, we just talked about this in a writing workshop today!” Then, depending on the student, you can sarcastically feign shock “REALLY?” or just give them a knowing side-eye! We all need all the magic we can muster right now. 

9. Showing Progress Through Writing Samples

Progress towards the achievement of IEP or SMART-style goals can be made visible through a timeline sequence of writing samples. I once taught a student who wrote with no punctuation. Even when this student re-read to add periods, he could not distinguish where a sentence began and ended. It was difficult for him to hear the natural pauses in speech; complex grammar concepts such as subject and predicate or even “being verbs” were difficult for him to grasp. 

His teacher and I came up with a weekly routine that balanced getting his ideas on the page sans punctuation in writing class, and working on dictated sentences (from his own writing!) with me until his natural sense of pause and punctuation improved. We were able to demonstrate this progress by simply sequencing the drafts of his writing throughout the semester and showing him the changes over time. Working online, it is easy to annotate a student’s digital writing portfolio, pointing to their progress with certain skills. When you can show a student their own progress in this way, and have them reflect, it tends to increase their motivation tenfold. 

10. Prioritizing Revision and Editing 

Students with learning differences that impact writing often struggle with clarity and mechanics. Once students write to get their ideas on the page first, they can develop a multi-step process for what I call the R’s: re-read , revise , and sometimes I use the word revisit .  

Ideally, each student would have their own checklist for this process, and it would be generated with and not for the student. For example, I might advise them to start by revisiting their punctuation/ sentence boundaries. Next, they could revisit their spelling. (For a student who doesn’t recognize their own disordered spelling, this can be even more scaffolded by the teacher putting a number of misspellings on the line and asking the student to find them.) The list would include each of the aspects we discussed through our mini-lessons for that particular genre of writing. Through this process, the ELA teacher and the specialist may have different suggestions for revision and improvement, and that’ll only make the writing better! 

Another way to teach revision as a process is to have students re-visit their writing with each square of a single-point rubric , which can be especially valuable if generated by the class.  Revisiting writing with a rubric (all the R’s!) can be fun to do in peer-revision stations, where peers are assigned a specific aspect of the rubric to give the writer feedback on.  

Another tip: I often instruct students who struggle with sentence boundaries, to re-read their piece backward, from the last sentence to the first. This eliminates the memory of what they think they have said and lays bare the sentences as they were written. Students tend to go, “Oh yeah, this is definitely too long to be one sentence!”

11. Combatting Anxiety and Perfectionism

Some students struggle with writing because subconsciously, the fact that they cannot write on the level of the books that they love to read frustrates them (e.g., If I can’t sound like J.K. Rowling, I’m a failure, and so why even get started? ). For a student with this mindset, I work with the ELA teacher to come up with very specific models. (See #5). And always, always show them the timeline of their drafts to reinforce progress (See #9). I also borrow a favorite phrase from my colleague, the ELA teacher: “No matter what kind of a writer you are, when you think you’re done, you’ve just begun!”

As we know, writing is an endless, limitless, boundless creative task. Students who are uncomfortable with this type of endeavor have to be taught some strategies to wade into it and find some comfort with themselves, with feedback, and with change. 

These are the tenets of what helped Jack eventually write that narrative piece, one of the most original, giggle-inducing stories in his class. He needed the mini-lessons his ELA teacher taught about leads and dialogue, “juicy” details and setting the scene, creating a movie in the reader’s mind, etc. He also needed the language support, the remediation, the accommodation of some writing by dictation, and the editing and revision strategies taught by the specialist. He needed two writing teachers who were encouraging him to use and develop his comedic voice to write. 

In addition to being good for the diverse young humans we serve, this type of healthy collaboration between educators is a game-changer for teaching practice. I have always found it helps me bring the art and the science together; it’s creative and innovative and validating. It can make you feel like you are on fire in your teaching again, especially if you’ve been teaching alone for a long time. As with all things teaching and learning, it’s not always neat or easy, but it is ultimately pretty dang rewarding.

Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You’ll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half , the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined—come on in.

What to Read Next

Categories: Instruction , Podcast , Working Together

Tags: English language arts , special education

I am presently taking a course, “Teaching Reluctant Writers,” through John’s Hopkins. This podcast reinforced, reminded, reinvigorated.

I agree that co-teachers should be given common planning time. People tend to forget that planning is essential for teachers. Otherwise, they could fall into a spot where they have nothing to teach or their students refuse to learn.

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Teaching the Writing Process to Students with Special Needs

• Deb Killion
• Categories : Inclusion strategies for mainstreamed classrooms
• Tags : Special ed information for teachers & parents

I am a lifelong writer. Writing always came easy to me. I brought grades up in college from a “C” to an “A” because of this gift. But like any talent, the same gift was not bestowed on everyone. I struggled with Math, especially Algebra when I was a student. Some people struggle with Writing and English in the same way I struggled with Math. Once I realized that, I became a better teacher.

This series is meant to be a guide and a step-by-step lesson series on how to teach writing skills required for the standardized tests, as well as other contexts.

Teaching Writing to Resource Students

Knowing your students and where their strong points are is essential to helping them flourish with the changing demands of today’s current education system. So, first, assess what skills your students have, including content-writing skills, grammatical ability, spelling, and more, and analyze what they need to work on. But, in order to effectively teach writing, we must start with the most obvious: Content-writing. We will also look at the various steps of writing, and model it in the way students with special needs learn best.

Step 1: The Pre-WritingStage

There are many components to good writing, which include content, grammar, style, tone, voice, and sentence structure. All of these are important but can be difficult to teach to students who struggled with Language Arts skills and writing structure. One of the first things you should teach is content . Content is the fabric that holds the piece together. The rest are just vehicles to good writing. Without good content, you do not have anything. So, starting with good content about a topic is the first step.

To get students to think about what to write about, here are 10 idea starters that may serve to spur their imaginations:

One fun thing I did last summer was….

If I could do anything for a job, it would be….

My favorite memory of Christmas at home was….

The best car for the money right now is….

My goals for the future are…..

Cats make better pets than dogs because….

__________ is the best place to go on vacation because…

What Makes a Nice Person is…..

The Grand Canyon is much more than just a big hole in the ground….

People should not smoke because…..

These 10 writing starter ideas include many of the most important skills tested on the Benchmark exams. They include the skills the standardized test creators expect them to know, including analysis, comparison, persuasive language, and evaluation. They also include the skill of research in some cases, such as defending why a certain place is the best place to go on vacation, or what the Grand Canyon is, besides a big hole in the ground. In addition, they require students to use their imaginations to come up with ideas on their own. These writing starter ideas are only meant to get a kid’s imagination going, and hopefully spur them on to their own ideas. They all require analytical thinking; some require comparison writing, and other skills they should learn to effectively communicate their own ideas.

Content is really about what they know. This requires some former knowledge, but this is also something teachers can teach. Brainstorming is the most essential element of writing at the pre-writing stage. During this stage, get students to think of everything about the topic they possibly can within 5 minutes. They should write everything that pops into their heads. The good writer has often said, “Don’t think. Write.” This is true in this initial stage while working on ideas for content. The revising and perfecting stage comes later.

So in this part, simply have students write everything they can think of, organize their notes, then “weed their garden,” so that their essay will not be too broad. Once they have decided on a topic and developed the ideas, they are ready to move on to step 2: The Writing Stage

• http://www.readingrockets.org/article/215/
• http://www.weac.org/Issues _Advocacy/Resource_Pages_On_Issues_one/Special_Education/speced_links.aspx
• http://specialeducatorswebpages.com/

This post is part of the series: The Five Step Writing Process for Students with Special Needs

The 5 steps to good writing include: 1) Pre-writing (Brainstorming), 2) Writing (Content), 3) Rewriting/Revising, 4) Editing/Proofreading, 5) Publishing. This series goes through each step, outlining some ideas to try for students who struggle.

• Teaching Writing to Students with Special Needs
• Teaching Students with Special Needs: The Writing Phase
• Rewriting and Revising: Teaching Students with Special Needs
• Proofreading & Publishing: The Final Stage in the Writing Process

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• Strong Writing and Editing Skills: Often honed through degrees in English, Journalism, or Communications, but also through consistent practice and self-study.
• Subject-Matter Expertise: Valuable for niche writing, which can be developed through formal education or professional experience in a specific field.
• Digital Proficiency: Understanding SEO, social media, and content management systems, which can be learned through online courses or on-the-job training.

Charting a Course in Content Writing: Education and Beyond

• Portfolio Development: Creating a robust portfolio of writing samples across various styles and formats.
• Lifelong Learning: Staying current with industry trends, content strategies, and digital tools through workshops, webinars, and certifications.
• Networking: Engaging with other writers and professionals in the field to exchange ideas and opportunities.

The Bottom Line: Varied Educational Paths, Common Narrative Goals

Most common degrees for content writers, english or journalism, communications, creative writing, technical writing or communication, popular majors for content writers, english or literature, technical writing or communications, popular minors for content writers, graphic design, information technology, why pursue a degree for a content writer career, networking and professional development in content writing, facilitating career transition and advancement, what can you do with a degree in content writing, degree alternatives for a content writer, professional writing certifications, writing workshops and retreats, online courses and moocs, content writing internships, blogging and content creation, navigating a content writer career without a degree, develop a strong writing portfolio, enhance your writing skills, learn seo and digital marketing basics, network with other writers and professionals, start a blog or contribute to publications, stay current with industry trends, offer your writing services pro bono or at a reduced rate, embrace feedback and revise accordingly, education faqs for content writer, do you need to go to college to become a content writer, is it worth it to get a degree for a content writer role, how important is continuous learning for a content writer.

Content Writer Certifications

More Education for Related Roles

Shaping narratives and engaging audiences through compelling, creative content

Crafting compelling narratives to drive brand engagement and consumer action

Shaping narratives, refining content to captivate audiences and uphold brand voice

Shaping compelling narratives, driving engagement through strategic content creation

Translating complex tech jargon into clear, user-friendly content, bridging knowledge gaps

Crafting compelling narratives, engaging audiences with powerful words and ideas

Resources for Special Education Teachers

As a special education teacher, your focus should be on your students-- not the paperwork. our goal at spedhelper is to be your iep helper and make the paperwork both easier and more useful to you and students' families. the website has free resources for quickly writing high-quality ieps, from iep goals to assessment resources and iep tips, so you can get back to what really matters., find special education teaching tips, browse present level & assessment tools, see common core aligned goals.

IEP Goals for Multiplication & Division

Find the common core standards that match the goals, sample goal baselines, and goal language..

IEP Goals for Spelling

Find assessment resources for spelling, common core standards, and ideas for how to write strong, ccs-aligned spelling goals for kinder through 5th grade. the goals include ideas for assistive technology and resources students can use to excel at spelling..

IEP Goals for Reading

Find goal ideas for reading fluency, sight words, and reading comprehension-- along with baseline and assessment resources the goals begin with concepts about print and go all of the way up through fifth grade, non-fiction comprehension goals..

Socioemotional & Behavior IEP Goals

Discover ideas for social, emotional regulation, and behavioral iep goals-- along with how to actually implement and measure the goals..

• Add to cart

Custom Socioemotional Goal Creator

K-5 Custom Goal Creator for Academic Goals

IEP Writing Success Kit: MEGA Bundle with PreK-5 Special Education Assessments and Goals

Mega Bundle! All Levels of the Word Problem Intervention Series

Grammar & Complete Sentences Intervention Levels 1-4

Special Education Writing Assessment with Common Core Aligned Goals

Decoding Assessment for IEPs & Progress Monitoring

Need teaching resources or case management tools check out the store, what features and resources would you like to see what questions do you have.

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My work teaching special ed makes a difference. But how much more can I take on? | Opinion

I became a special education (special ed) teacher after 20-plus years of being a general education teacher. I wanted to work with and advocate for students with disabilities. I like my job, and my support makes a difference. My workload, however, has increased due to staffing shortages, and I wonder how much more I can take on.

I co-teach while providing differentiated instruction, or “service,” for students with special needs placed in general education classrooms. Services, measured in minutes, are stated in a student’s Individualized Education Program and based on their disabilities. I’m also a case manager for 20 students. I maintain special ed documents, track progress, and facilitate meetings with families and educators. I work at full capacity, worried that one mistake might lead to non-compliance.

There is a critical shortage of special ed teachers in Texas, yet the number of students who qualify keeps growing . Heavy workloads negatively impact the quality of services we provide. In one class, for example, eleven students (about half the class) require between 45-75 minutes of individualized instruction. While one student with dyslexia, for example, needs simplified instructions repeated, another student with a learning disability in reading comprehension needs guiding questions to understand the theme of a story. Spending more than a few minutes with one student means I can’t get to everyone.

Special education is underfunded by $1.8 billion annually, according to the Texas Commission on Special Education Funding. Despite this deficit, legislators continue to pass laws requiring more of special ed teachers, such as House Bill 3928 , which increases caseloads significantly. We cannot continue to do more with less. State legislators must pass special education finance reform because students with disabilities need qualified special education teachers to provide appropriate services.

Change Texas' funding formula for special education

The 30-year-old special ed funding formula is inefficient, inequitable, and ineffective for improving student outcomes. According to the 2023 Texas Academic Performance Report , 13.6% of students in special ed were prepared for college, compared to 59.2% of all Texas students. The Commission recommends a “ service-intensity ” based system that would allow Local Education Agencies (LEAs) to better staff for the services students need, not their placement. Currently, students with multiple disabilities who attend gen-ed classes receive less funding than students with one disability who attend self-contained classrooms. 

The Commission recommends establishing grant programs to help LEAs grow teachers from within their communities. Paraprofessionals, for example, might receive financial assistance with acquiring their teaching credentials. Since low compensation is one of the primary reasons special ed teachers leave, stipends can help entice new teachers (like they did me) and retain existing ones. The Teacher Vacancy Task Force recommends mentors for new teachers and ongoing, high-quality training for us all. Training is especially important for special ed teachers, given the frequent changes in regulations. 

Texas must pass stand-alone special education finance reform

In the 2023 legislative session, special education funding was denied because it was tied to the failed effort to pass Education Savings Accounts (ESAs), also called vouchers. ESAs allow public money to be spent on private school tuition. Private schools don’t have to accept or provide services for students with special needs, unlike public schools. If four special sessions were called to push for ESAs, a fifth can address special education funding reform.

In Texas, 11.7% , or about 700,000 students, rely on special ed teachers to receive services. Our students can’t wait until the next legislative session. In the words of Representative Steve Toth following the passage of House Bill 3928, “We need more money for public education…Texas needs to work harder at developing programs to take and train teachers on how to help these kids.”

It’s time they get it done.

Castañón-Hernandez is a special education inclusion teacher in Austin and a 2022-2023 TEACH PLUS National Senior Writing Fellow.

Creative Scientific Content Specialist

• Madison, Wisconsin
• COLLEGE OF ENGINEERING/ADMINISTRATION
• Communications and Marketing
• Partially Remote
• Staff-Full Time
• Opening at: Apr 15 2024 at 11:00 CDT
• Closing at: Apr 29 2024 at 23:55 CDT

Job Summary:

The Research Impact and Outreach team is made of strategic communications professionals trained in art direction, copywriting, science writing, graphic design, scientific illustration, digital marketing, social media marketing, visual communication, and creative strategy. The team serves the research enterprise of the College of Engineering, by providing their clients (graduate and faculty researchers, education and outreach managers, and other center/institution staff and researchers) with the research, education, and outreach products (creative content) they request. The team works across a broad range of projects and is a crucial part of the research support structure, working alongside different departments and units to help researchers market their ideas in federal grant proposals, as well as market their research and outreach activities to a variety of scientific communities via a variety of channels (web, print, etc.).

Responsibilities:

• 40% Creates, designs, and produces artwork per project specifications through various mediums
• 5% Analyzes and identifies cost effective options to meet project requirements
• 5% Schedules logistics, secures resources, organizes, and monitors art production projects adhering to established timelines and expectations
• 5% Answers questions and provides information and problem resolution options to clients and stakeholders
• 15% Applies creative expertise within established brand and style guidelines
• 10% Works collaboratively with other creative professionals, engages in and responds to creative feedback, manages project workflow and timing, maintains files, and follows established work unit processes
• 10% Develops, implements, and delivers communication materials through various mediums to designated audiences
• 5% Plans, writes, and edits content for various internal and external stakeholders
• 5% Assists in editing, revising, and proofreading materials and resolving errors or inconsistencies in style, syntax, grammar, and format

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required Bachelor's Degree Graphic Design, Journalism, Strategic Communications, or related field preferred

Qualifications:

Required: 1 year of experience in professional communications or graphic design. Experience with Creative Cloud (e.g. InDesign, Illustrator) suite. Experience creating graphics. Knowledge in applying graphic arts theory to develop informative and engaging content. Preferred: 2 years experience communicating complex concepts related to science, technology, engineering, and/or math. Creative marketing experience.

Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely (up to two days per week), at an offsite, non-campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $50,000 ANNUAL (12 months) Depending on Qualifications Employees in this position can expect to receive benefits such as generous vacation, holidays, and paid time off; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ )

How to Apply:

To apply for this position, please upload a single pdf that contains your cover letter, resume, a writing sample and a graphic design sample that best illustrate your ability to translate information into informative and engaging content.

Adrienne Nienow [email protected] 608-265-0504 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Graphic Designer(CM017)

Department(s):

A19-COLLEGE OF ENGINEERING/RESEARCH ADMIN

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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Content Search

Consultant for screening assessment and intervention for inclusive education wellbeing for children with special education needs and disability in som.

• Adventist Development and Relief Agency International

REQUEST FOR CONSULTANTS

An international INGO working in Somalia is seeking to recruit a consultant for screening assessment and intervention for inclusive education wellbeing for children with special education needs and disabilities in Somalia.

The objective of the assignment is to gather information for decision-making and intervention in the following four areas:

• Recommending intervention.
• Individual program planning and implementation.
• Progress monitoring and evaluation.
• What is the purpose of this assessment, or why is it being conducted (for example, screening, recommending intervention, program planning and implementation, progress monitoring, program evaluation)?

Assessment teams must consider the purpose of each assessment and gather initial information at the onset of the process. The following are some general considerations, which will vary depending on the purpose of the assessment.

• What are the characteristics of the child (for example, age, physical abilities, communication skills, temperament, delay or disability)?
• Who will take the lead or coordinate the assessment (for example, early childhood special educator, physical therapist, speech–language pathologist)?
• Where will the assessment sessions take place (for example, home, childcare program, classroom, playground)?
• Who will be involved in the assessment (for example, parents, other family members, early childhood special educator, related service practitioners), and what roles will these individuals assume (for example, facilitator, observer, assessor)?
• When will the assessment sessions take place (for example, in the morning, after child’s nap)?
• How will the assessment be conducted (for example, formal testing, observation, interview)?
• What areas of development or content will be assessed? Will all integrated developmental domains or content areas be the focus of the assessment?
• What assessment instrument(s) will be used (for example, formal test, observational checklist, play- based measure, family interview)?
• How will the assessment area(s) be set up (for example, amount of space needed, equipment or materials needed)?
• What skills or behaviors are important to the child’s family, and what are the family’s priorities (for example, walking, talking, social skills, eating, toileting, literacy)?
• What skills or behaviors are important to the child in his or her environment (for example, communicating, toileting, turn-taking, following directions)?
• What adaptations are necessary for the child to display optimal skills (for example, use of an alternative communication system, adaptive seating, assistive technology)?
• Detailed work plan for undertaking the assessment.

The following services and outputs are expected:

• Assessment Report and Debrief on the findings
• Proposed intervention e.g. (type of equipment, availability, estimated price) other recommended support.
• Workplan on the way forward
• Timeframe : The assignment will be conducted over a duration of 45 days during the months of March and April 2024.
• Locations: The assignment will be conducted in Banadir, Southwest, Jubbaland, Hirshabelle and Galmudug regions.

Proposals should include:

Detailed description of proposed approach and methodology

Projected budget – including projected travel and in-country accommodation and subsistence costs.

Short overview of how the candidate (s) meets the qualifications, experience and skills requirements.

Submission of Proposals

To achieve the objectives of the assignment, the consultant will be expected to take complete responsibility for all the activities identified in the TOR. The Technical Proposal should contain a complete description and explanation of the proposed methodology for the Assignment (work plan), timelines and any other resources that the consultant will make available to effectively execute the assignment.

The Financial Proposal should stipulate the professional fees, travel, taxes, for the assignment. All fee and costs are to be expressed in USD.

How to apply

The technical and financial proposal should be emailed to [email protected] not later than 17th April 2024.

Related Content

Somalia joint market monitoring initiative (jmmi) (november 2023), flash report: new luglow idp sites (new luglow, north kismayo, lower-juba, jubaland/ april 2024), soyda quarterly progressive narrative report, jan-march 2024, somalia: humanitarian dashboard, january - february 2024.